Franz X. Bogner

A higher-order model of ecological values and its relationship to personality

Abstract Questionnaire batteries attempting to quantify ecological attitudes measure first-order factors, each investigator employing his own battery and each battery yielding factors specific to itself. The history of factor-analytic studies of personality demonstrates the severe limitations of this approach and the advantages of higher-order factors. We present a theory encapsulating ecological attitude-sets in two orthogonal higher-order factors: Utilisation (UT) and Preservation (PRE); and relate these to Eysencks personality factors of Psychoticism (P), Extraversion (E) and Neuroticism (N) and to the associated “fake good” (L) Scale quantifying social desirability response set. Results (corrected for social desirability) are as expected: high P-scorers tend to favour an anthropocentric approach to the environment, high N-scorers a biocentric one. E is unrelated to the ecology factors. The “fake good” (L) component of PRE is strikingly high, while UT is essentially uncontaminated. L permeates responses to varying degrees throughout the questionnaire, demonstrating the necessity of including a measure of social desirability response set in ecological questionnaire batteries. Relationships with Attitude Theory are discussed.

CO2 sensitive receptors on labial palps of Rhodogastria moths (Lepidoptera: Arctiidae): physiology, fine structure and central projection

SummaryThe tips of the labial palps ofRhodogastria possess a pit housing uniform sensilla (Fig. 1), histologically characterized by wall-pores and receptor cells with lamellated outer dendrites (Fig. 2). The receptor cell axons project to glomeruli in the deutocerebrum (cf. Fig. 3) which are not innervated by antennal receptors. From their histology as well as from their central projection these sense organs are identical with palpal pit organs of other Lepidoptera (Lee et al. 1985; Kent et al. 1986; Lee and Altner 1986).Physiologically, the palp-pit receptors respond uniformly; they are most excitable by stimulation with carbon dioxide (Fig. 6) while they exhibit relatively moderate responses to various odorants (Fig. 4). The responses to CO2 (Fig. 7) show a steep dose-response characteristic. In ambient atmosphere (i.e., ca. 0.03% CO2) the cells are in an excited condition already; the seeming ‘spontaneous activity’ exhibited in air is decreased if the preparation is kept under N2 or O2 or CO2-free air (Figs. 7, 10). There is hardly any adaptation of the responses to continuous or repeated stimulation (Fig. 8). Perhaps CO2 sensitivity is correlated with sensilla characterized by both wall-pores and lamellated dendrites. Pilot tests indicate that CO2 perception might be widespread in the Lepidoptera (cf. Fig. 12), but the biological significance remains obscure.

Promoting connectedness with nature through environmental education

It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils’ connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.

Toward measuring adolescent environmental perception

This study presents a scale developed to measure two dimensions of environmental perceptions—reactions towards preservation and towards utilizing nature and/or the environment—consisting of two and three subscales, respectively. The empirical part consists of a reanalysis of data from four national samples, now analyzed together as one sample. The results of the four subsamples (of some 4,500 secondary school pupils in total) have been published elsewhere as bilateral studies. The aim of the present analysis is to identify a scale that is valid for the entire European sample: By means of factor analyses and structural equation modeling 20 items were extracted. Two latent variables, “Utilization” and “Preservation,” were hypothesized and related in a causal fashion, whereby “Utilization” influences “Preservation.” By application of the methods of linear structural relationships, the proposed model yields a good fit to the data.

The Influence of a Residential Outdoor Education Programme to Pupil's Environmental Perception.

This empirical study finds support for the hypothesis that participation in a special residential education programme enhances facets of pupils’ environmental perception. A 4-day extra-curricular educational unit with a cognitive outdoors focus (established in a nature centre in France) was surveyed by using a two stage sampling design in a pre-post-treatment evaluation; the post-test was delayed for a one-month period after participation. All selected participating pupils (n=151) responded twice to the same perception questionnaire. The factorial structure of this questionnaire had been previously developed using a large European sample (n=4500) and separately validated in a smaller French pupil sample (n=900). The matched-pair pre-post-test survey showed significant differences in two of the five primary factors; both of them covered utilitarian preferences and scored in a way which indicated an increase in sensitivity to the environment. A pre-post-tested control group (n=78) revealed no significant difference. Possible reasons for the partial shift in primary factors are discussed, including a consideration of two related studies (in Germany and Switzerland) which were both monitored by the same measurement instrument.RésuméL’hypothèse suivante sous-tend cette étude empirique: la participation dans un programme éducatif résidentiel améliore la perception que les élèves ont de l’environment. L’impact d’un stage de 4 jours dans un centre nature en France a été mesuré par un pré et un post-test. Le post-test a été proposé un mois après la participation au stage. Les élèves sélectionnés (N=151) ont répondu deux fois au même questionnaire de perceptions. La structure de ce questionnaire avait été développée avec un large échantillon européen (N=4500) et validé séparément sur un échantillon de 900 élèves français. Les pré et post-tests ont permis de mettre en évidence une différence significative concernant deux des cinq facteurs primaires. Ceux-ci portaient sur les préférences d’utilisation de la nature et indiquaient une augmentation de la sensibilité à l’environnement. Un groupe contrôle pré-et post-test n’a pas de différence significative. Des raisons possibles pour la modification partielle de ces facteurs primaires sont discutées, prenant en considération deux études similaires, basées sur l’utilisation des mêmes instruments de mesure.

Comparing methods of instruction using bird species identification skills as indicators

The objective of our study focused on a comparison of two different methods of educational instruction, both dealing with the improvement of pupils with regard to bird species identification skills. 14 common bird species around central European lakes were selected. The first method consisted of a hands-on and group-based learning style with (stuffed) taxidermie specimens (instruction-1), the other one was based mainly on a teachercentred slide presentation (instruction-2). We defined three subgroups according to grade and school stratification level: (i) Grade 5 Realschule (medium stratification) (N=25 versus N=28); (ii) Grade 6 Realschule (N=51 versus N=81); (iii) Grade 6 Gymnasium (highest stratification) (N=29 versus N=28). We used a battery of tests to examine existing factual knowledge, learning effects and retention effects. Both instructional methods provided a significant increase in knowledge, but revealed different learning effects depending on the method of instruction, selected subgroup and also gender. Consequences for the school practice are discussed.The objective of our study focused on a comparison of two different methods of educational instruction, both dealing with the improvement of pupils with regard to bird species identification skills. 14 common bird species around central European lakes were selected. The first method consisted of a hands-on and group-based learning style with (stuffed) taxidermie specimens (instruction-1), the other one was based mainly on a teachercentred slide presentation (instruction-2). We defined three subgroups according to grade and school stratification level: (i) Grade 5 Realschule (medium stratification) (N=25 versus N=28); (ii) Grade 6 Realschule (N=51 versus N=81); (iii) Grade 6 Gymnasium (highest stratification) (N=29 versus N=28). We used a battery of tests to examine existing factual knowledge, learning effects and retention effects. Both instructional methods provided a significant increase in knowledge, but revealed different learning effects depending on the method of instruction, selected subgroup and a...

A Competence Model for Environmental Education

The goal of environmental education is ultimately to enable a person to strive for and to attain a more ecological way of life. In this article, we begin by distinguishing three forms of environmental knowledge and go on to predict that people’s attitude toward nature represents the force that drives their ecological behavioral engagement. Based on data from 1,907 students, we calibrated previously established instruments to measure ecological behavior, environmental knowledge, and attitude toward nature with Rasch-type models. Using path modeling, we corroborated our theoretically anticipated competence structure. While environmental knowledge revealed a modest behavioral effect, attitude toward nature turned out to be, as expected, the stronger determinant of behavior. Overall, we propose a competence model that has the potential to guide us into more evidence-based ways of promoting the overall ecological engagement of individuals.

Student‐oriented versus Teacher‐centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

The study investigated cognitive and motivational effects of two educational interventions, a conventional versus a student‐oriented approach. We monitored the impact on the cognitive achievement outcome and the motivation of students. Both approaches dealt with the subject of birds and bird flight; the student‐oriented approach consisted of a unit based on workstations, and the conventional one was taught in a more teacher‐centred manner. A total of 326 secondary school pupils of the highest stratification level participated in this study. By using a pre‐test, post‐test and retention‐test design, both approaches were evaluated with the same empirical batteries (by applying a cognitive item set and the “Intrinsic Motivation Inventory”). The conventional approach provided higher achievement scores whereas the student‐oriented approach showed a higher motivational rating. Comparing the student‐oriented approach with and without introduction, the group with introduction attained higher achievement scores. The results are discussed in terms of general expectations about the cognitive outcome in open learning environments and self‐determination theory. Educational implications are drawn concerning the implementation of learning at workstations in school curricula.

Cognitive Achievements in Identification Skills.

Species identification tasks are generally accepted as fundamental aspects of biodiversity education. Our educational training unit, therefore, focused on identification skills by introducing stuffed specimens in combination with identification books and preparation booklets.We limited the number of bird species to six. 492 secondary school pupils (163 from 8th grade [high stratification level] and 329 from 9th grade [medium stratification level]) participated in the study. Instruction-1 pupils received a hands-on lesson about the natural history of six bird species, while Instruction-2 pupils were taught in a conventional teacher-centred manner. Pupils from the hands-on classes achieved significantly better grades in two follow-up tests. The measure of well-being was significantly enhanced by the teaching technique, while interest, anxiety and boredom were not affected. Additionally, pupils appreciated the opportunity of self-regulation. In general, a shift from the unspecific to the specific was observed: for instance, from duck and gull to mallard and black-headed gull. A reduction in the number of species presented to pupils within a lesson seems to enhance learning and retention effects.

Learning in a Gene Technology Laboratory with Educational Focus: Results of a Teaching Unit with Authentic Experiments.

In an effort to overcome deficiencies in teaching molecular biology at school, a workshop in an out‐of‐school laboratory including only authentic experiments was developed. Evaluation of 337 A‐level 12th graders followed a quasi‐experimental design, with one hands‐on group, two non‐experimental control groups (at school/in the laboratory), and one group with no intervention. Their cognitive achievement was monitored by pre‐, post‐, and retention tests and analyzed for inter‐group differences. Test items were differentiated into the “updated prior knowledge” and the “project‐oriented” set relating to new knowledge. All intervention groups increased knowledge either as a whole or in relation to the project, whereas updating of prior knowledge was observed only in the laboratory, independently of experimenting. The hands‐on group provided a higher learning success as regards knowledge acquisition as a whole, whereas the non‐experimental laboratory group was more successful in updating prior knowledge, both groups in comparison with the school group. Nevertheless, the hands‐on groups achievement scores dropped more than those of the school group. Learning motivation may have been higher in the laboratory, furthered by the involvement in experiments, as shown by correlation analysis. However, the experimental situation may comply with the cognitive load theory by a substantially higher contribution of extraneous load.